Curriculum Plan
Social Studies-IN
5th Grade
2019 – 2020
Resource: Studies Weekly
Note: The following is the key for “Teacher Time.”
B – below grade level
O – on grade level
A – above grade level
Week 1
Geography – 5.3.1 Demonstrate that lines of latitude and longitude are measured in degrees of a circle, that places can be precisely located where these lines intersect, and that location can be stated in terms of degrees north or south of the equator and east or west of the prime meridian.
Geography – 5.3.2 Identify and describe cultural and physical regions of the United States
Geography – 5.3.4 Identify Native American Indian and colonial settlements on maps and explain the reasons for the locations of these places.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Latitude and longitude
|
B: Identify the location of the equator.
O: Identify locations of colder climates on a globe (e.g., closer to the North Pole is colder than Ohio; arctic vs. tropical).
A: Describe the differences in climate for locations near the Arctic Circle and the equator.
|
Using a globe, identify the equator, North Pole and South Pole.
Use manipulatives or illustrations to create circles around a sphere (i.e. put a string(s) around a Styrofoam ball, use a marker to draw circles around a ball).
Engage with a sphere as a representation of the earth.
Research and compare the climates of two different cities with different latitudes. Have students draw conclusions about why climates differ at different latitudes. Discuss the relationship between distances north and south of the equator and their climates |
Allow students share out what they learned today. Also discuss how the workshop went. |
| Resource Books | Resource Websites |
| “Maps and Geography” by Ken Jennings
“Ox Cart Man” by Donald Hall
“The Family with Many Colors” by Emma L.W. Thomas |
http://www.nationalatlas.gov/mapmaker
|
Week 2
Geography – 5.3.2 Identify and describe cultural and physical regions of the United States
Geography – 5.3.4 Identify Native American Indian and colonial settlements on maps and explain the reasons for the locations of these places.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| B: Name the region and identify the climate of the regions.
O and A: Name the region and identify the climate and landforms.
A: Compare different regions of the United States related to landforms, climate or population.
|
Identify physical characteristics of regions using pictures or other representations (desert, mountains, bodies of water, forest).
Engage with representations of the physical environment, possibly through tactile interaction with water, soil, sand, and rocks, hot and cold air temperature, to connect with the idea of different earth surfaces
Use a jigsaw approach to have students research and share information on regions in the Western Hemisphere. Group students by criteria including landform, climate, population, culture and economics. Have them research the criteria and use those criteria to divide the Western Hemisphere, or a portion of it, into regions based on that criterion. Regroup students to share their maps and compare how the regions have different boundaries based on the criteria used. Working in small groups, have students create one of the three different types of maps (general reference, thematic or navigational maps) to characterize a region. |
Allow students share out what they learned today. Also discuss how the workshop went. |
| Resource Books | Resource Websites |
| http://www.nationalgeographic.com/xpeditions/ |
Weeks 3 and 4
Geography – 5.3.3 Use maps and globes to locate states, capitals, major cities, major rivers, the Great Lakes, and mountain ranges in the United States.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| B: Name the region and identify the climate of the regions.
O and A: Name the region and identify the climate and landforms.
A: Compare different regions of the United States related to landforms, climate or population.
|
Identify physical characteristics of regions using pictures or other representations (desert, mountains, bodies of water, forest).
Engage with representations of the physical environment, possibly through tactile interaction with water, soil, sand, and rocks, hot and cold air temperature, to connect with the idea of different earth surfaces
Use a jigsaw approach to have students research and share information on regions in the Western Hemisphere. Group students by criteria including landform, climate, population, culture and economics. Have them research the criteria and use those criteria to divide the Western Hemisphere, or a portion of it, into regions based on that criterion. Regroup students to share their maps and compare how the regions have different boundaries based on the criteria used. Working in small groups, have students create one of the three different types of maps (general reference, thematic or navigational maps) to characterize a region. |
Allow students share out what they learned today. Also discuss how the workshop went. |
| Resource Books | Resource Websites |
| “Maps and Geography” by Ken Jennings
“Ox Cart Man” by Donald Hall
“The Family with Many Colors” by Emma L.W. Thomas |
http://www.nationalatlas.gov/mapmaker
|
Week 5
Geography – 5.3.5 Locate the continental divide and the major drainage basins in the United States.
Geography – 5.3.6 Use maps to describe the characteristics of climate regions of the United States.
Geography – 5.3.7 Identify major sources of accessible fresh water and describe the impact of access on the local and regional communities.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Physical environment of the Western Hemisphere
|
B: Identify a need within a community that requires a physical change to the environment.
O: Identify one way the physical environment influences human activity and one way that human activity modifies the physical environment.
A: Identify both positive and negative outcomes of a man-made physical environmental change occurring within the Western Hemisphere. |
Identify examples of how human activities have modified the environment by sorting pictures or other representations.
Identify features of the natural environment that exists outside of the school.
Actively engage with the natural environment outside of the school.
Identify examples of how human activities have modified the environment by sorting pictures or other representations.
Identify features of the natural environment that exists outside of the school.
Actively engage with the natural environment outside of the school.
|
Allow students share out what they learned today. Also discuss how the workshop went. |
| Resource Books | Resource Websites |
Week 6
Geography – 5.3.8 Explain how the Spanish, British and French colonists altered the character and use of land in early America.
History – 5.1.4 Locate and compare the origins, physical structure and social structure of early Spanish, French and British settlements.
Geography – 5.3.9 Identify the major manufacturing and agricultural regions in colonial America and summarize the ways that agriculture and manufacturing changed between 1600 and 1800.
Geography – 5.3.10 Using historical maps and other geographic representations/texts (written, maps, graphs, timelines, etc.) locate and explain the conflict over the use of land by Native American Indians and the European colonists
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Factors That Cause Movement in the Western Hemisphere- Plymouth and Jamestown: the early years and growth of a colony. | B: Identify environmental reasons why people move from one place to another.
O: Identify environmental and economic reasons why people move from one place to another.
A: Identify political factors involved in moving from place to place within the Western Hemisphere (e.g., citizen rights, political leadership). |
Understand that as people move from place to place they share cultural and economic practices
Discuss environmental factors that might influence people to move (i.e., drought, flooding, pollution).
Engage with individuals within school or community who have immigrated or migrated into the local community.
|
Allow students share out what they learned today. Also discuss how the workshop went. |
| Resource Books | Resource Websites |
| “Blood on the River: James Town 1607” by Elisa Lynn Carbone, 2007
“A Killing in Plymouth Colony” by Carol Otis Hurst and Rebecca Otis, 2003
“1607: a New Look at Jamestown by Karen E. Lange, 2007
“Africans in America, 1619-1865” by Kay Melchisedech Olson, 2003
“Roanoke: the Lost Colony: an Unsolved Mystery from History” by Jane Yolen, 2003 |
https://ims.ode.state.oh.us/ODE/IMS/Lessons/Web_Content/CSS_LP_S02_BA_L05_I01_01.pdf
|
Week 7
Geography – 5.3.11 Describe adaptation and how Native American Indians and colonists adapted to variations in the physical environment.
Geography – 5.3.12 Describe and analyze how specific physical features influenced historical events and movements.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| American Indians and the Environment | B: Identify a cultural group (tribe or nation) on its geographic regions
O: Compare similarities of two cultural groups based on their geographic regions (e.g., North, South,
A: Compare life today and life in the past in Western Hemisphere civilizations (e.g., farming, government, use of language, recreation/games) Central America). |
Discuss a map of American Indian cultural groups in the Western Hemisphere prior to European colonization.
Define cultural group as a group of peoples living in a geographic region (i.e., plains, woodlands) that have similar cultural practices (i.e., hunting and gathering, farming).
Identify regional cultural groups of American Indians living in the Western Hemisphere prior to European colonization.
Discuss a map of American Indian cultural groups in the Western Hemisphere prior to European colonization.
Define cultural group as a group of peoples living in a geographic region (i.e., plains, woodlands) that have similar cultural practices (i.e., hunting and gathering, farming).
Identify regional cultural groups of American Indians living in the Western Hemisphere prior to European colonization. |
Allow students share out what they learned today. Also discuss how the workshop went. |
| Resource Books | Resource Websites |
Week 8
History – 5.1.1. Identify and describe early cultures and settlements that existed in North America prior to contact with Europeans.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Cultural diversity | B:
O:
A: |
Recognize that Ohio is culturally diverse with many cultural groups contributing different languages, foods, religions, artistic expressions, music, and clothing.
Identify cultural practices of class members and their families.
Define culture as the common practices and beliefs of a group of people.
Create a collage (physical or electronic) of objects representing the artistic expression, language, religion and food of a specific culture in the Western Hemisphere. As collages are presented to classmates, guide students in a discussion about cultural diversity. Engage with representations of art or music from different cultural groups. |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 9
History – 5.1.2. Examine accounts of early European explorations of North America including major land and water routes, reasons for exploration and the impact the exploration had.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| American Indians
|
B: Identify what you have in common with others in your home, class or community.
O: Identify similarities between life today and life in the past (e.g., farming, government, use of language, recreation/games)
A: |
||
| Groups of students can research each of the early Indian civilizations regarding government systems, social structures, religions, technologies, and agricultural practices and products. Groups can share by creating one of the following:
• A two-to-four- minute infomercial of that civilization. A museum exhibit of their civilization. Museum exhibits might be physical (e.g., posters, illustrations, models) or virtual using electronic media tools (e.g., slide show, Glogster or other online formats). |
|||
| Resource Books | Resource Websites |
| “Who Was Sacagawea” by Judith Bloom Fradin
“The Very First Americans” by Cara Ashrose
“The Navajo” (True Books: American Indians) by Andrew Santella
“Native American History for Kids” by Karen Bush Gibson
“Children of the Longhouse” by Joseph Bruchac
|
http://www.pbs.org/wgbh/nova/maya/ |
Week 10
History – 5.1.3 Compare and contrast historic Indian groups of the West, Southwest, Northwest, Arctic and sub-Arctic, Great Plains, and Eastern Woodlands regions at the beginning of European exploration in the late fifteenth and sixteenth centuries
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| B:
O:
A: |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 11
History – 5.1.5 Compare and contrast the religious, political and economic reasons for the colonization of the Americas by Europe.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| B:
O:
A: |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 12
History – 5.1.6 Identify and explain instances of both cooperation and conflict that existed between Native American Indians and colonists
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| B:
O:
A: |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 13
History – 5.1.7 Identify and locate the 13 British colonies by region (New England, Middle, Southern) and describe the political, social, and economic organization and structure of each region.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| B: Name the region and identify the climate of the regions.
O and A: Name the region and identify the climate and landforms.
A: Compare different regions of the United States related to landforms, climate or population.
|
Identify physical characteristics of regions using pictures or other representations (desert, mountains, bodies of water, forest).
Engage with representations of the physical environment, possibly through tactile interaction with water, soil, sand, and rocks, hot and cold air temperature, to connect with the idea of different earth surfaces
Use a jigsaw approach to have students research and share information on regions in the Western Hemisphere. Group students by criteria including landform, climate, population, culture and economics. Have them research the criteria and use those criteria to divide the Western Hemisphere, or a portion of it, into regions based on that criterion. Regroup students to share their maps and compare how the regions have different boundaries based on the criteria used. Working in small groups, have students create one of the three different types of maps (general reference, thematic or navigational maps) to characterize a region. |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 14
History – 5.1.8 Identify the early founders of colonial settlements and describe early colonial resistance to British rule.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| B:
O:
A: |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
| http://www.nationalgeographic.com/xpeditions/
|
Week 15
History – 5.1.19 Read fiction and nonfiction stories about conflicts among and between groups of people at different stages in the formation of the United States; give examples of how these conflicts were resolved and analyze the accuracy of the stories’ historical details and sequence of events
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| B:
O:
A: |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 16
History – 5.1.20 Using primary and secondary sources to examine an historical account about an issue of the time, reconstruct the literal meaning of the passages by identifying who was involved, what happened, where it happened, what events led to these developments and what consequences or outcomes followed.
History – 5.1.21 Read and interpret primary and secondary source accounts that pertain to a problem confronting people during the Founding Era of the United States.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| B:
O:
A: |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 17
History – 5.1.22 Identify and describe the contributions of important early American artists and writers and traditional arts and crafts to the new nation’s cultural landscape.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| B:
O:
A: |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 18
Review and Assess
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Through the use of class games, review the geography and history units. | |||
| Assessment of the geography and history units. | |||
Week 19
Civics and Government – 5.2.1 Summarize the principles and purposes of government as stated in the Preamble to the United States Constitution
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Roles of government across history | B: Identify the title of the leader of the United States.
O: Recognize characteristics of a democracy
A: Compare two of the three types of government. |
Understand that the leaders of governments gain their power in different ways (i.e., elected by citizens, taken by force, inherited).
Have students create a graphic organizer comparing government categories. Students should describe the relationship between those in power and citizens, and then provide examples of each type of government.
Engage with common images of elected officials (i.e., campaigning for office), dictator (i.e., reviewing military or dressed in military uniform), and monarchs (i.e., wearing crown, with royal family).
|
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 20
Civics and Government – 5.2.2 Identify and explain ideas about limited government, the rule of law and individual rights in key colonial era documents.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| B:
O:
A: |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 21
Civics and Government – 5.2.3 Give examples and explain how the British colonies in America developed forms of representative government, self-government and democratic practices.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Understanding public issues | B: Identify types of data sources to locate information on current local, state, national events/issues (e.g., websites, maps, tables, infographics, images, periodicals, news reports).
O: Identify information from two accurate data sources to locate information on current local, state, national events/issues (e.g., websites, maps, graphs, tables, infographics, images, periodicals, news reports).
A: Compare two accurate sources of information to locate information on current local, state, and national events/issues. |
Students can be assigned to research and present opposing points of view on a public issue, using technology to present to the class and demonstrating their findings graphically.
Gather information on the same event from two sources and look for similarities and differences in how the event is described.
Identify the purposes of news sources and the type of information they provide (i.e., national network news, cable news station, local nightly news, local website with a calendar of events, sports news magazine).
Students can be assigned to research and present opposing points of view on a public issue, using technology to present to the class and demonstrating their findings graphically.
Engage with local sources of news (e.g., local paper, television news broadcast, town website).
|
Allow students share out what they learned today. Also discuss how the workshop went. |
| Resource Books | Resource Websites |
| “D is for Democracy” by Elissa Grodin,
“Yertle the Turtle” by Dr. Seuss
“Oh, Freedom! Kids Talk About the Civil Rights Movement with the People Who Made it Happen” by Casey King
“The Life and Words of Martin Luther, King, Jr.” by Ira Peck “Citizenship” by Louis Raatma
”Declaring Freedom: A Look at the Declaration of Independence, the Bill of Rights, and the Constitution” by Gwenyth Swain
“Nosotros La Gente: Las citas presidenciales y documentos claves” Kindle Edition by Day Williams
“We the People: The Constitution of the United States of America” by Peter Spier |
http://illuminations.nctm.org
|
Week 22
Civics and Government – 5.2.4 Identify and explain key ideas about government as noted in the Declaration of Independence, Articles of Confederation, Northwest Ordinance, United States Constitution and the Bill of Rights.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| B:
O:
A: |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 23
Civics and Government – 5.2.5 Describe and give examples of individual rights guaranteed by the Bill of Rights.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| B:
O:
A: |
Allow students share out what they learned today. |
| Resource Books | Resource Websites |
Week 24
Civics and Government – 5.2.6 Describe the primary and general election process for local, state and national offices, including those used to select congressional and presidential office holders.
Civics and Government – 5.2.7 Identify the three branches of the United States government and explain the functions of each.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| B:
O:
A: |
Allow students share out what they learned today. Also discuss how the workshop went. |
| Resource Books | Resource Websites |
Week 25
Civics and Government – 5.2.8 Describe group and individual actions that illustrate civic virtues, such as civility, cooperation, respect and responsible participation.
Civics and Government – 5.2.9 Examine ways by which citizens may effectively voice opinions, monitor government, and bring about change in government including voting and participation in the election process.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| B:
O:
A: |
Allow students share out what they learned today. Also discuss how the workshop went. |
| Resource Books | Resource Websites |
Week 26
Civics and Government – 5.2.10 Use a variety of information resources to identify and evaluate contemporary issues that involve civic responsibility, individual rights and the common good.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| B:
O:
A: |
Allow students share out what they learned today. Also discuss how the workshop went. |
| Resource Books | Resource Websites |
Week 27
Review and Assess
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Through the use of class games, review the geography, history and civics & government units. | |||
| Assessment of the geography, history and civics & government units. | |||
Week 28
Economics – 5.4.1 Describe the economic activities within and among Native American Indian cultures prior to contact with Europeans. Examine the economic incentives that helped motivate European exploration and colonization.
Economics –5.4.2 Summarize a market economy and give examples of how the colonial and early American economy exhibited these characteristics.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| B:
O:
A: |
Allow students share out what they learned today. Also discuss how the workshop went. |
| Resource Books | Resource Websites |
Week 29
Economics – 5.4.3 Define types of trade barriers
Economics – 5.4.4 Describe the impact of technological developments and major inventions on business productivity during the early development of the United States.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| B:
O:
A: |
Allow students share out what they learned today. Also discuss how the workshop went. |
| Resource Books | Resource Websites |
Week 30
Economics – 5.4.5 Explain how education and training, specialization and investment in capital resources increase productivity
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Production and Exchange of Goods
|
B: Identify resources needed to make a product or do a job.
O: Organize a division of labor for a given job (e.g., identify job responsibilities of students for cleaning the room at the end of the day).
A: Describe a negative impact of not having a productive resource (e.g., having a citrus orchard and no one to pick the oranges). |
Understand that people in Ohio do not have the resources to produce every product they need.
Understand that people in Ohio have the resources to produce certain products like corn (agriculture), automobiles (manufacturing), coal (mining a natural resource) etc.
Recognize that people are human resources with differing skills and knowledge (i.e., managers, laborers).
Given a set of images or representations of resources, group them into natural, human or capital goods.
|
Allow students share out what they learned today. Also discuss how the workshop went. |
| Resource Books | Resource Websites |
| “Transcontinental Railroad (True Books)” author John Perritano
“The Silk Route: 7000 Miles of History” by John S. Major
“Stickmen’s Guide to Aircraft (Stickmen’s Guides to How Everything Works)” author John Farndon
“Steamboats: The Story of Lakers, Ferries, and Paddle-Wheelers” author Karl Zimmermann
|
http://www.econedlink.org/lessons/index.php?lid=539&type=educator |
Week 31
Economics – 5.4.6 Use economic reasoning to explain why certain careers are more common in one region than in another and how specialization results in more interdependence.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| B: Identify items that are produced in the local community
O: Identify a specialized good or service available in the local community that can be traded for goods/services needed in the community.
A: Explain why certain goods are produced in certain places (e.g., climate, available resources).
|
Understand that people in Ohio buy products from other states and countries because we do not have the resources to produce every product we need.
Understand that people in Ohio have the resources to produce and trade certain products like corn (agriculture), automobiles (manufacturing), coal (mining a natural resource) etc.
Separate representations of goods supplied by the cafeteria and school store (or other sources) from goods that are not supplied by the cafeteria or school store. representations of suppliers.
Engage with representations of goods available in the school cafeteria.
Provide students with data on the major imports and exports of North America and South America. Data can be generalized by region or specific to the most prominent trading countries. Have students create illustrations, either on paper or electronically, to show the flow of products from country to country or region to region. Illustrations could be drawn on maps or created using graphics software. |
Allow students share out what they learned today. Also discuss how the workshop went. |
| Resource Books | Resource Websites |
Week 32
Economics – 5.4.7 Predict the effect of changes in supply and demand on price.
Economics – 5.4.8 Analyze how the causes and effects of changes in price of certain goods and services had significant influence on events in United States history.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Production and Exchange of Goods
|
B: Identify resources needed to make a product or do a job.
O: Organize a division of labor for a given job (e.g., identify job responsibilities of students for cleaning the room at the end of the day).
A: Describe a negative impact of not having a productive resource (e.g., having a citrus orchard and no one to pick the oranges). |
Understand that people do not have the resources to produce every product they need.
Understand that people have the resources to produce certain products like corn (agriculture), automobiles (manufacturing), coal (mining a natural resource) etc.
Recognize that people are human resources with differing skills and knowledge (i.e., managers, laborers).
Given a set of images or representations of resources, group them into natural, human or capital goods.
|
Allow students share out what they learned today. Also discuss how the workshop went. |
| Resource Books | Resource Websites |
Week 33
Economics – 5.4.9 Explain the purpose and components of a personal budget and compare factors that influence household saving and spending decisions in early United States history and today.
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| B:
O:
A: |
Allow students share out what they learned today. Also discuss how the workshop went. |
| Resource Books | Resource Websites |
Week 34
Review and Assess
| Info for
Mini-Lesson |
Teacher Time | Learning Stations Ideas | Closure |
| Through the use of class games, review the geography, history, civics & government units and economics. | |||
| Assessment of the geography, history, civics & government units and economics. | |||
